Examination of maqam teaching approaches

This study provides a comprehensive examination of the methods used to convey makam knowledge to students within Turkish music education. The primary aim of the research is to identify the approaches, course content, materials, and techniques preferred by academics at various universities, and to reveal the similarities and differences among these approaches. Within the theoretical framework, the historical development, etymological origins, theoretical foundations, types of makams, their place in Turkish music, and their importance in education were analyzed in detail. During the application phase, interviews were conducted with nine academics responsible for teaching makam courses in the departments of Turkish music at state conservatories and universities across Türkiye as of 2025. Data were collected using a semi-structured interview form consisting of 29 questions and analyzed through content analysis. The findings indicate that makam teaching in universities is carried out using diverse approaches, including theoretical instruction, practical examples, melody- and motif-based analysis, instrument-supported teaching, and the traditional meşk (master-apprentice) method. It was determined that the selection of methods by academics is shaped by individual pedagogical preferences, institutional resources, and student needs. In addition, the study examined the resources, materials, technological tools, and instructional sequences used in classes, as well as the criteria for evaluating student achievement, the challenges encountered, and the supportive activities provided to students. It was observed that the most challenging aspects for students in learning makams were related to pitch organization, melodic progression (seyir), and rhythmic patterns (usul), while the teaching process often integrated performance, listening, and analysis practices. In conclusion, the study comparatively revealed the diversity of teaching methods used in makam education and their effects on student achievement, theoretical knowledge, and performance skills. Identifying the differences and commonalities among universities allowed the development of a unified and functional makam teaching model that can be applied across institutions. In the conclusion section, recommendations were made to enhance the effectiveness and efficiency of makam instruction, including enriching course content, emphasizing student-centered and practice-based teaching techniques, utilizing technological tools, and updating materials. This study aims to contribute both theoretically and practically to the field of Turkish music makam education, offering comprehensive findings that can guide future curriculum development and instructional design efforts. Key Words: music, Turkish music, makam, makam teaching, theory